Catholic Theological Union
Incorporated by the State of Illinois,
as an Institution of Higher Education,
November 27, 1967.
Approved as a Degree-Granting Insti-
tution by the Department of Higher Edu-
cation, State of Illinois, September, 1969.
Accredited by the American Association
of Theological Schools, January, 1972.
Accredited by the North Central Asso-
ciation of Colleges and Secondary Schools,
Charter Member, The Chicago Cluster of
Theological Schools, 1970.
Approved for Veterans' Benefits, Title
38, U.S. Code, Chapter 36, September 23,
Authorized under Federal Law to enroll
non-immigrant alien students, October 28,
Member of the National Catholic Edu-
cational Association, The Association of
Clinical Pastoral Education, The Midwest
Association of Theological Schools, the
Association of Chicago Theological Schools.
CATHOLIC THEOLOGICAL UNION
Sacred Heart Province
Holy Cross Province
Society of The Divine Word
5401 South Cornell Avenue
Chicago, Illinois 60615
TABLE OF CONTENTS
5 GENERAL INFORMATION
13 ADMINISTRATION AND FACULTY
19 STUDENT ACTIVITIES
23 ACADEMIC PROGRAM
43 COURSES OF STUDY
61 REGISTER OF STUDENTS
Sept. 25-29: Orientation, Faculty Week
Sept. 29: Late Registration
Oct. 2: Fall Quarter Begins
Nov. 1 : Cluster Inter-school workshops
Nov. 23-26: Thanksgiving Recess
Dec. 5-6: Registration for Winter Quarter
Dec. 11-15: Week of Study and Exams
Dec. 15: End of Fall Quarter (4:00 P.M.)
Winter Quarter Begins, Late Registration
Registration for Spring Quarter
Week of Study and Exams
End of Winter Quarter (4:00 P.M.)
May 31 -June 1
Spring Quarter Begins, Late Registration
Registration for Fall Quarter
End of Spring Quarter (4:00 P.M.)
BUILDING AND LOCATION
HISTORY OF THE CATHOLIC THEOLOGICAL UNION
The Catholic Theological Union is a product of the open-window
attitude of Vatican Council II. The documents on the Church, Reli-
gious Liberty, Ecumenism, and the Church and the Modern World,
charter a new age for the Roman Catholic Church. The seminary
must be re-shaped in accord with the new spirit. On it, more than
any other institution, depends the attainment of the Council's vision.
On the American scene, there was a creative response to the call
to seminary renewal. It became evident that the day of the isolated,
small, often under-staffed seminary had passed. Catholic seminaries
would do well to move into collaborative arrangements in order to
pool resources of faculty, library and finances. Also, they must enter
into the mainstream of American seminary education by ecumenical
and educational contacts with Protestant seminaries. By and large,
the Catholic Church in the United States is an urban institution. It
was felt by many educators that the optimum location for the semi-
nary is in a large city, near Protestant seminaries, and if possible,
in a university environment.
In May, 1964, Cardinal Suenens visited the University of Chicago
for a series of lectures and ecumenical dialogue. As a result of his
visit, Dean Jerald Brauer of the Divinity School met with representa-
tives of Catholic orders to discuss the possibility of a Catholic semi-
nary in the environs of the University.
Three orders were intensely interested and began planning for a
combined seminary: the Franciscans, the Servites, and the Pas-
The Franciscans of Sacred Heart Province had conducted St. Joseph
Seminary at Teutopolis, Illinois since 1862. The Passionists of the
Midwest Province, had opened their theologate in St. Louis in 1906.
The Servite Seminary at Lake Bluff, Illinois, was successor to the
first Servite Seminary in Chicago, dating from 1880.
A formal petition for approval of the proposed seminary was
forwarded to Rome by Cardinal Cody in May, 1966. Upon favorable
reply from the Sacred Congregation of Seminaries, the Cardinal gave
his approval for the establishment of a combined seminary of the
three orders near the University of Chicago, in January, 1967.
Planning moved ahead very rapidly. General faculty meetings
were held in May, 1967, September, 1967, and February, 1968. Com-
mittees for curriculum, administration, spiritual formation, and real
estate, studied their respective areas.
A Board of Trustees was elected in August, 1967, and petitioned
the State of Illinois for incorporation of a school of theology, the
Catholic Theological Union at Chicago. After careful investigation
of the purposes, faculty, library resources and financial assets of the
proposed school, the State of Illinois granted corporate status to the
Catholic Theological Union in November, 1967.
After prolonged study of sites and buildings, it was decided to pur-
chase the Aragon Hotel, 5401 S. Cornell, in East Hyde Park, a loca-
tion some eight blocks from the campus of the University. This
200 room hotel could be adapted for use during the initial years of
the school. As the venture developed, operations could be moved
closer to the campus.
Catholic Theological Union opened its doors in the fall quarter
of 1968 with a faculty of 24 and an enrollment of 108.
In July, 1969, the American Association of Theological Schools
granted associate membership to Catholic Theological Union. In
September, 1969, the Advisory Commission on Degree Granting
Institutions of the Department of Higher Education, State of Illinois,
empowered Catholic Theological Union to grant the degrees of
Master of Divinity and Master of Arts in Theology.
Preparation for full accreditation moved rapidly ahead. In Octo-
ber, 1971, C.T.U. was visited by an evaluating team representing the
American Association of Theological Schools and the North Central
Association of Colleges and Secondary Schools. In January, 1972,
C.T.U. was accredited by the American Association of Theological
Schools and in March, 1972, received accreditation from the North
Catholic Theological Union has shown a steady growth. In July,
1970, the Northern Province of the Society of the Divine Word,
which had conducted Holy Spirit Seminary in Techny, Illinois, since
1880, became the fourth member of the Catholic Theological Union
Corporation. Five other religious orders have elected to send stu-
dents to C.T.U. on a tuition basis: the Augustinians, the Norbertines,
the Missionaries of the Sacred Heart, the Society of the Precious
Blood, and the Congregation of the Holy Ghost. The Claretians,
the Viatorians, and the Crosier Fathers have students enrolled for
the fall of 1972.
Catholic Theological Union is a charter member of the Chicago
Cluster of Theological Schools, an association of five Protestant and
three Roman Catholic Schools of Theology located in Hyde Park and
the western suburbs. The Cluster has inaugurated full cross-registra-
tion for courses, shared library privileges, and other forward looking
A collaborative program, by which a student at C.T.U. can earn
the degree of Master of Arts in Theology from De Paul University,
went into effect in the fall of 1969. This arrangement described on
page 36 gives C.T.U. students a challenging option in their prepara-
tion for ministry.
Catholic Theological Union is now ending its fourth year of op-
eration. It has achieved a greater internal unity and more precise
definition of purpose. It has been accepted by its peers in the world
of theological education. There is solid ground for hope that this
new venture, unique among Catholic seminaries, will continue to
develop and prosper.
PURPOSE OF THE CATHOLIC THEOLOGICAL UNION
The basic purpose of Catholic Theological Union is given in the
by-laws: "To train and teach men aspiring to the Roman Catholic
priesthood so that they may be fully qualified to meet the require-
ments of such priesthood."
There is a living sense of purpose which guides a school more
effectively, perhaps, than any written statement. From the very be-
ginning it was understood that C.T.U. would be a school for min-
istry. Theology would be directed to practice. Nevertheless, as an
institution becomes more deeply aware of its identity, it seeks to
elucidate its purposes more precisely.
In preparation for accreditation, the Committee on Academic
Affairs, made up of five faculty members, three administrators, and
four students moved to formulate a more fully elaborated state-
ment of purpose. Some ten meetings in all were required before a
statement that was acceptable to the C.T.U. community was finally
hammered out. The statement reads as follows:
The Catholic Theological Union is dedicated to the educa-
tion of students interested in ministering to the contemporary
world as Roman Catholic priests. It also welcomes students in-
terested in a graduate theological education in preparation for
a variety of Christian ministries.
Its vision of the effective minister includes a mastery of the
Christian heritage, a basic understanding of the other religious
traditions, individual maturity and sensitivity to the human and
religious needs of men today, the ability for personal theologi-
cal reflection and the communication of religious insights and
values to others.
It assures each participating community and diocese all the
courses necessary for ordination in the Roman Catholic priest-
hood. The school offers programs culminating in degrees of
Master of Divinity and Master of Arts in Theology. The thrust
of this school includes a strong academic program that en-
courages serious theological research both on part of the faculty
and of the students.
The Catholic Theological Union envisions itself as an in-
tegral part of the cluster of theological schools in the University
area. Its role within the cluster is to offer a Roman Catholic
presence and it commits itself to utilizing this ecumenical set-
ting as far as possible in constructing its theological program.
A statement of purpose and goals is never absolute. It is rather
an attempt to state where we are at the moment. Such a statement
would be expected to reflect the hopes, ambiguities, tensions, and
contradictions that exist among the trustees, administration, faculty,
students, and the institutions which the school serves. It is like a
political platform which is broad enough to include the goals of
all and at the same time not precise enough to include in detail the
particular agenda of each interest group. The lack of precision is
seen as a strength rather than a weakness. Precision can divide
as well as unite.
BUILDING AND LOCATION
The Catholic Theological Union occupies a nine-story building
containing some 200 rooms plus lounge areas and dining facilities.
On the first floor are the receptionist's offices, a large lounge, the
dining room and other service areas. The administrative offices,
faculty offices, faculty lounge and seminar rooms are located on the
second floor. The library and library offices occupy the entire third
floor. The remaining six floors furnish residence for the faculty and
students, with individual community chapels and recreational facili-
It is not required that students reside in the CTU building. Some
communities prefer separate living arrangements. One group of
Franciscans live in an apartment community near the school. The
Augustinians reside about one mile from CTU. Holy Spirit Priory
in nearby Kenwood serves as the Norbertine residence. The Divine
Word community leases apartments owned by the Lutheran School
of Theology. Servite Hall is located in two townhouses in a nearby
The Catholic Theological Union is located in the Hyde Park-
Kenwood area of Chicago's south side. This is a cosmopolitan, vital
community, with a strong sense of identity. Within walking distance
are shopping centers, theaters, restaurants, churches, parks, the Lake
Michigan beaches and the Museum of Science and Industry. Down-
town Chicago is less than 15 minutes away by car or rapid transit.
It is close to the University of Chicago and to the several schools of
theology in the area: Chicago Theological Seminary, Lutheran
School of Theology, Meadville Theological School, and the Bellar-
mine School of Theology.
An open seminary in a large city demands considerable maturity
of the student. On the other hand, in what other atmosphere is
there the possibility for the kind of emotional and professional
growth needed for the priest who will spend the greater part of
his life in an urban surrounding?
The entire third floor of the Catholic Theological Union houses
the library. The area has been renovated to contain a large reading
and reference room. Besides offices for the library staff, there are
cataloging and work rooms.
The present collection consists of 60,000 volumes, a combination
of the libraries of two of the charter members of CTU. In addition,
the extensive missiological collection of the Divine Word Seminary
library has been incorporated into the CTU library. The collection
represents some 5,000 volumes in Mission Studies and the History
and Religions. Virtually all of the necessary periodicals for theo-
logical study and related areas of research, some 450 in number,
are currently being received.
Students of Catholic Theological Union enjoy reciprocal library
privileges with the seven other schools of the Chicago Cluster, name-
ly the Lutheran School of Theology, Chicago Theological Seminary,
Bellarmine School of Theology, Meadville-Lombard School of The-
ology (all in Hyde Park), as well as Bethany Theological Seminary,
Northern Baptist Theological Seminary, and De Andreis Theological
Seminary, in the Western suburbs. The total holdings of the Clus-
ter schools number 570,000 volumes, and form the second largest
Cluster theological library in this country.
The library is connected with the other libraries of the Cluster
by a teletype service, which gives instant contact for inquiries con-
cerning titles and other library sharing. A daily courier service
exchanges books among the various Cluster libraries.
The library is under the direction of two full time librarians, each
with extensive background in both theology and library science.
The education building of the Chicago Sinai Congregation is
located at 5350 South Shore Drive, one block east of CTU. By
special arrangement one floor of the education building, containing
eight classrooms, has been made available to CTU. In addition,
a number of seminar rooms for smaller groups, are located in the
CTU building. Beginning with the fall of 1972, a number of CTU
classes will be moved to Chicago Theological Seminary to facilitate
The Lake Michigan beaches and nearby Jackson Park, with golf
and tennis facilities, are in easy walking distance from CTU. An
arrangement is in effect by which CTU students make use of the
Hyde Park YMCA athletic facilities, which include swimming pool,
gymnasium, squash and hand ball.
Tuition $1,500.00 per year
500.00 per quarter
Special Students (for credit or audit) 150.00 per course
Student Activity Fee 4.00 per quarter
Board (September 25 to June 2) 775.00 per year
First Quarter 305.00
Second Quarter 235.00
Third Quarter 235.00
Room (occupancy 9/18-6/9) 750.00 per year
250.00 per quarter
Thesis Direction (M. Div. or M.A.) 150.00
Registration Fee 10.00
Graduation Fee 25.00
Transcript of Credits 2.00
ADMINISTRATION AND FACULTY
OFFICERS OF ADMINISTRATION
BOARD OF TRUSTEES
DIRECTORS OF FORMATION
OFFICERS OF ADMINISTRATION
Vice President and Dean
Secretary and Treasurer
Dean of Students
Director of Library
Paul Bechtoid, CP.
Gilbert Ostdiek, O.F.M.
Leon Grantz, CP.
Robert Mallonee, S.V.D.
John Paul, M.S.C
Kenneth O'Malley, CP.
BOARD OF TRUSTEES
Paul Boyle, CP. (Provincial)
John Donaghey, S.V.D. (Provincial)
Vitus Duschinsky, O.F.M. (Provincial)
Justin Ryska, O.S.M. (Provincial)
Robert Flinn, S.V.D.
Mark Hegener, O.F.M.
Robert Kohl, O.F.M.
Augustine Kulbis, O.S.M.
Edward McGuinn, S.V.D.
Daniel O'Malley, O.S.M.
Terence M. OToole, CP.
Conleth Overman, CP.
DIRECTORS OF FORMATION
John Flynn, O.S.A., M.A.
Philip J. Haggerty, C.S.Sp., M.A.
Donald Davelle, C.M.F.
George Lubeley, C.PP.S., S.T.L.
Daniel Malain, CP., Th.M.
Lawrence Nemer, S.V.D., L.Miss., M.A.
John Paul, M.S.C, J.C.D.
John Pawlikowski, O.S.M., Ph.D.
Harry Speckman, O.F.M., S.T.B.
James Strommer, CP., M.Div.
BOBERG, John, S.V.D. Assistant Professor of Mission Theology;
S.T.L. , Gregorian University, Rome; D.Miss., Gregorian Uni-
BONNER, Dismas, O.F.M. Associate Professor of Canon Law;
J.C.L., The Catholic University of America, Washington; J.C.D. ,
The Catholic University of America, Washington.
CROTTY, Nicholas, CP. Associate Professor of Ethics; S.T.L.,
University of St. Thomas, Rome; S.T.D., University of St.
Thomas, Rome. Study, Harvard University.
DIDEON, Lois, R.C Instructor in Pastoral Psychology and Director
of Group Reflective Sessions; A.B., University of Seattle; M.A.
in Theology, Andover Newton Theological School, Newton
FOURNELLE, Geron, O.F.M. Professor of Old Testament Studies;
S.T.L., The Catholic University of America, Washington; L.G.
in Scripture Studies, Studium Biblicum Franciscum, Jerusalem;
S.S.L., Pontifical Biblical Institute, Rome.
GEANEY, Dennis, O.S.A. Director of Field Education and Asso-
ciate Professor of Ministry; A.B., Villanova University, Phila-
delphia; M.A. in Economics, Catholic University of America,
GOHMANN, Myron, CP., Associate Director of Library; L.Hist.E.,
Gregorian University, Rome; A.M.L.S., Rosary College, River
HAYES, Zachary, O.F.M. Associate Professor of Doctrinal Theol-
ogy; S.T.L., Friederich-Wilhelm University, Bonn, Germany;
Dr. Theol., Friederich-Wilhelm University, Bonn, Germany
ISABELL, Damien, O.F.M. Assistant Professor of Spiritual Theol-
ogy; S.T.L., Gregorian University, Rome; S.T.D., Gregorian
JOHNSON, Basil, O.F.M. Instructor in Liturgies; A.B. Quincy Col-
lege; B.Mus., De Paul University; M.A. in Liturgy, Catholic
University, Washington; S.T.D. (Cand.), Institut Catholique
KARRIS, Robert, O.F.M. Assistant Professor of N.T. Studies; S.T.L.,
Catholic University of America, Washington; Th.D., Harvard
KNIES, Jerome, O.S.A. First Year Program; B.A. Villanova Uni-
versity, Pittsburgh; S.T.D., Catholic University of America,
KNITTER, Paul, S.V.D. Instructor in Doctrinal Theology; S.T.B.,
Gregorian University, Rome; S.T.L., Gregorian University,
Rome; Doctoral Studies, Gregorian University, Rome, and Uni-
versity of Muenster; Th.D. (Cand.), University of Marburg,
LANGERHOLZ, Callistus, O.F.M. Associate Professor of New
Testament Studies; S.T.L., Pontifical Athenaeum Antonianum,
Rome; S.T.D., Pontifical Athenaeum Antonianum, Rome; L.G.,
Pontifical Athenaeum Antonianum, Rome.
MacDONALD, Sebastian, CP., Associate Professor of Ethics; S.T.L.,
University of St. Thomas, Rome; S.T.D., University of St.
Thomas, Rome. Study, Princeton University.
McELWAIN, Hugh, O.S.M. Professor of Doctrinal Theology;
S.T.L., Pontifical Theological Faculty Marianum, Rome; S.T.D.
Pontifical Theological Faculty Marianum, Rome; Study, DePaul
University and University of Chicago.
MALLONEE, Robert W, S.V.D. Lecturer in Pastoral Care; M.A.,
Loyola University, Chicago; M.A.L.S., Rosary College, River
Forest, III.; C.P.E. Training, Lutheran General Hospital, Chi-
cago, and Wisconsin School for Boys.
NEMER, Lawrence, S.V.D. Associate Professor of Church History;
L.Miss., Gregorian University, Rome; M.A. in History, Catholic
University of America, Washington.
NEWBOLD, Thomas More, CP. Professor of Pastoral Theology;
Maitre-es-Sc-Med., L'Institut d'Etude Medievale d'Albert le
Grand; Ph.D., University of Montreal, Canada.
O'MALLEY, Kenneth, CP. Director of Library; A.M.L.S., Univer-
sity of Michigan, Ann Arbor.
OSTDIEK, Gilbert, O.F.M. Academic Dean and Associate Professor
of Doctrinal Theology; S.T.L., Pontifical Athenaeum Antonia-
num, Rome; S.T.D., Pontifical Athenaeum Antonianum, Rome;
L.G., Pontifical Athenaeum Antonianum, Rome; Study, Har-
vard Divinity School.
PAWLIKOWSKI, John, O.S.M. Assistant Professor of Ethics; A.B.,
Loyola University, Chicago; Ph.D., University of Chicago.
PERELMUTER, Hayim Goren. Chautauqua Professor of Jewish
Studies; B.A., McGill University, Montreal; M.H.L. Jewish
Institute of Religion, New York; D.H.L. (Cand.), Hebrew
Union College-Hebrew University; D.D., Hebrew Union Col-
SENIOR, Donald, CP. Instructor in New Testament Studies; Bac-
culareate en Theologie, University of Louvain; S.T.L., Univer-
sity of Louvain; S.T.D. , University of Louvain.
SPILL Y, Alphonse, C.PP.S. Instructor of New Testament Studies;
M.A., University of Dayton; Ph.D. (Cand.), University of
STUHLMUELLER, Carroll, CP. Professor of Old Testament
Studies; S.T.L., The Catholic University of America, Washing-
ton; S.S.L., The Pontifical Biblical Institute, Rome; S.S.D., The
Pontifical Biblical Institute, Rome; D.H.L., St. Benedict College.
VANASSE, Roman, O.Praem. Director of M.A. Program and Assist-
ant Professor of Doctrinal Theology; S.T.L., Gregorian Univer-
sity, Rome; S.T.D., Gregorian University, Rome; Study, Orien-
tal Institute, University of Chicago, and Pontifical Biblical In-
De VAULT, Joseph J, S.J., Ph.D., S.S.L. Bellarmine School of The-
ology; Visiting Professor Old Testament.
LOISKANDL, Helmut H., S.V.D, Ph.D. DePaul University; Visit-
ing Professor of Anthropology.
DEAN OF STUDENTS
GUIDANCE AND COUNSELING
DEAN OF STUDENTS
The Dean of Students is the official representative of the adminis-
tration for matters of student life at Catholic Theological Union.
He works closely with the Student Executive Committee and the
Formation Council. He serves as liaison person between these bodies
and the administration. The Dean of Students coordinates CTU
ordinations and common liturgies. He has direct responsibility for
personal and academic counseling and supervision of students-at-
The basic organ of student opinion and action at Catholic Theo-
logical Union is the Student Government. Chartered by its constitu-
tion, the Student Government coordinates several areas of student
responsibility and participation in CTU life. The Student Govern-
ment places representatives on the CTU Senate, and on the principal
school committees: Admissions, Budget, Library, Curriculum, Rank
and Recruitment. The Student Government is directed by the Stu-
dent Executive Committee, headed by a president and vice-president
elected by the student body. The several participating communities
also place representatives on the S.E.C. The S.E.C. represents the
students in matters dealing with the faculty and administration, as
well as student concerns in the Cluster. The S.E.C. works closely
with the Dean of Students.
GUIDANCE AND COUNSELING
The thorough preparation of candidates for the ministry of the
Catholic priesthood is a task that goes beyond the areas of academic
and professional instruction. It involves the development of char-
acter and Christian virtue. Likewise a sense of social responsibility
must be fostered, bringing the candidate to an awareness of the de-
mands of selfless service. While this is not the direct responsibility
of the Catholic Theological Union, it is a matter of notable concern
for the administration and faculty of the school. This facet of the
student's development is remanded to the directors of spiritual for-
mation of the several participating communities. By means of public
conferences, group discussion and individual guidance sessions, the
theological student is assisted in formulating ideals of life and serv-
ice that are essential to commitment in the priestly ministry.
The Directors of Spiritual Formation live in residence with the
student community. They are available at all times for consultation
and advice. Care is taken that this service does not produce depend-
ent persons, but rather promotes full human and spiritual maturity.
A full-time staff member with professional training in counseling
serves as auxiliary counselor and resource person.
An integral aspect of education for ministry is the development
of a liturgical way of life. The priest is not only a teacher of truth;
he is president of a worshipping community. Worship in faith has
ever been considered a necessary adjunct to the fruitful mastery of
At the Catholic Theological Union the participating communities
determine their own prayer and worship schedule. A school chapel
is available for the use of all the communities. On major Church
festivals and other appropriate occasions the school holds official
liturgies for the entire faculty and student body. These liturgies
are cordinated by the Dean of Students with the assistance of the
Professor of Liturgy and a student committee. Besides communal
worship, students are also expected to devote time each day to per-
sonal reflection and private prayer.
The Formation Council is made up of the directors of spiritual
formation of all communities of Catholic Theological Union. It
provides a forum through which the directors share insights and ex-
periences regarding spiritual formation. Also, the Formation Coun-
cil agrees upon common policies in matters which affect the religious
well-being of the student body as a whole, and makes suitable recom-
mendations to the administration. To foster the spiritual develop-
ment of the students, the Formation Council arranges for speakers,
conferences and workshops. It meets every two weeks.
CHICAGO CLUSTER OF
Pre-theological studies are the subject of much discussion and re-
vision at the present time. Current Roman Catholic thought on this
subject is spelled out by the American Bishops in their 1971 Program
of Priestly Formation, #289-320. This document urges that prospec-
tive priests receive a liberal arts college education in which five
broad areas of learning are integrated:
(1) The Study of Man
(2) The Natural Sciences and Mathematics
(4) Religious and Theological Studies
(5) The Skills of Thought and Learning, Creativity and Com-
The central study in such a humanistic education is that of man him-
self in the context of world history and world culture. Philosophy
still remains a highly recommended choice of area of concentration
for the student, but the Bishops' statement also recognizes the value
of psychology, the social sciences, and the communications arts as
fields of concentration.
The Statement on Pre-Seminary Studies of the American Associa-
tion of Theological Schools furnishes similar guidelines for the larger
Christian theological community. Rather than prescribe one norma-
tive pattern for pre-theological studies, the statement suggests an
approach to program design which will provide the student with
some in-depth understanding and competence in several of the fol-
lowing categories of learning:
(1) Secular Understandings
(a) of human selfhood and existence
(b) of modern social institutions and problems
(c) of cultural religion
(d) of the modes and processes of understanding
(2) Theological Understandings
(a) bible: content and interpretation
(b) history of Christianity
(c) constructive theological methodology and interpretation
(3) Linguistic Skills
(a) Greek, Hebrew, Latin;
German, French, or Spanish
Catholic Theological Union has adapted its admission require-
ments and recommendations to the spirit of these statements.
All applicants must have a Bachelor's degree or its equivalent
from an approved college or university. Applicants are also required
to meet the following course requirements:
(1) 15 semester hours of philosophy which should include an
adequate exposure to the major historical periods of philo-
sophical thought. Other recommended areas of philosophy
are epistemology, metaphysics and the philosophy of man.
(2) An introductory course in sociology.
(3) Two courses in psychology. Experimental psychology and
the psychology of personality are highly recommended.
Applicants who have not fulfilled these course requirements may
be admitted to CTU on probation and will be expected to complete
them as soon as possible during their first year of residence.
RECOMMENDED COLLEGE COURSES FOR CTU PROGRAM
The following are suggestions for courses that would enable en-
tering students to participate more fully in the CTU program. They
are not pre-requisite for admission.
(1) Courses in philosophy (in addition to those recommended
above) . Courses in philosophy of ethics and linguistic analy-
sis would prove of special value.
(2) Reading knowledge of French, German and Latin.
(3) Courses in psychology. Especially recommended are history
of psychoanalysis, psychological methodology, depth psy-
chology and social psychology.
(4) Cultural anthropology.
(5) A familiarity with modern theatre and Anglo-American
(6) Survey courses in recent world history, political sciences and
(7) Courses in Old and New Testament.
(8) An elementary knowledge of Hebrew and Biblical Greek.
APPLYING FOR ADMISSION
The general admission procedures are:
(1) Request official application form from the CTU registrar
and return completed form with matriculation fee to the
registrar's office. All applications must be received by May
15th. Applications will be accepted after this date, but there
is no guarantee admission processing will be completed be-
fore the beginning of the Fall Quarter. In such a case a
student may be admitted conditionally at the discretion of
the Committee on Admissions.
(2) Submit transcripts of all college credits to CTU registrar.
(3) Have scores from Graduate Record Exam sent to CTU regis-
(4) Students applying for admission who do not belong to reli-
gious congregations officially connected with CTU will also
have to provide three letters of recommendation. If the per-
son belongs to a diocese or religious congregation, one of
these letters must be written by an official representative of
the diocese or congregation. A personal interview with an
admissions officer may be required of the prospective student.
(5) CTU as such does not engage in psychological testing of its
students. It considers such testing to be the competence of
the respective religious congregations. Students not con-
nected with official CTU religious congregations may be re-
quired to furnish test results to the Dean of Students. CTU
does not keep such files for other students.
REGISTRATION FOR COURSES
Registration takes place several weeks in advance of the quarter
in which the courses are to be taken, as announced in the calendar.
Changes in registration are allowed through the first week of the
quarter. After that the course must appear in the transcript with
some grade (cf. below, "grading").
CLASS LOAD AND CLASS SCHEDULING
All courses are three quarter-hour courses, that is, they meet 150
minutes per week for ten weeks. The eleventh week in very quarter
is examination week.
The normal class load is 4 courses (12 quarter hours). Special
permission is required from the Dean of Studies to carry more than
12 hours. A full time student is one who carries at least two courses.
Classes are scheduled Monday through Friday generally in the
morning and afternoon. Some evening classes are offered.
Both the letter grade system and the pass-fail system are used at
CTU. Further details of these options are found in the faculty and
B=Good HP=High Pass
C=Fair or Average WP=Withdrew, Passing
D=Poor WF=Withdrew, Failing
F=Fail PI=Permanent Incomplete
Students may withdraw from any course up to the end of the
seventh week of the quarter. Approval of their advisor is required.
They must follow the procedures established by the Registrar's Office.
It is the prerogative of every teacher to allow a student an exten-
sion of his course work for any given quarter up to the end of the
fifth week of the next quarter. If the student does not finish his work
by the end of the fifth week of the following quarter, the teacher has
two options in grading: "F" (failure) or "PI" (permanent incom-
plete, i.e., work is no longer subject to completion.) The student may
take that course again; however, he must register again, pay tuition
again, etc., as for any other course.
TRANSFER OF CREDIT
No college course may be substituted for an upper division course
at CTU. Graduate credits previously earned in theology may be
transferred toward the Master of Divinity degree on the condition
that the student successfully completes one year of academic work
In keeping with the stated purpose and objectives of the Catholic
Theological Union (see p. 8), the curriculum is intended to provide
the necessary professional preparation for those who wish to enter
ordained ministry in the Roman Catholic Church and an appropriate
graduate theological preparation for those who are interested in a
variety of Christian ministries. Curriculum objectives are specified in
each of the school's programs.
Accordingly, the basic curriculum at CTU is structured around the
first professional degree of Master of Divinity (M.Div.). The
school also offers the academic degree of Master of Arts in Theology
(M.A.) to those students who wish to qualify for it. These degree
programs are not mutually exclusive. A number of cooperative pro-
grams are also available to CTU students: a cooperative program
with DePaul University leading to a Master of Arts in Theology
(M.A.); a program in Mission Studies; and a program of Pastoral
The course-model is the basic approach used for the theological
content dimension of the curriculum. However, individual teachers
are free to experiment with a variety of pedagogical methods and
the major portion of the required curriculum is by area rather than
by specific course.
CTU envisions its programs of preparation for ministry in two
distinct phases: (l) the First Year Program; and (2) graduate
FIRST YEAR PROGRAM (FYP)
Purpose and Goals
The First Year Program is a blend of formal theological study
and guided ministerial experience which orientates the beginning
student toward the professional goal of CTU. While the program
is structured to facilitate entrance into the M.Div. program, it is
easily adaptable to the needs of those who will enter the M.A.
The goals of the FYP embrace three broad areas in which the
student being introduced to professional education needs to achive
a foundational understanding. First, he is to learn that the con-
temporary world is the context and a basic source of theology.
Theology arises from the experience of ministering to the world and
reflecting on this experience, as well as from the written sources.
The student must learn that openness and dialogue are important for
doing theology. Second, as he assumes limited ministerial respon-
sibility, the student must learn to confront his own ministerial voca-
tion and to set personal goals. As he reflects on his experience in
ministering, he comes to understand that his theological study con-
tributes substantively to his capacity for ministry. Third, the student
must realize that Christian ministry demands continual personal
growth. The quality of his theology and ministry is conditioned by
his holiness and wholeness. Successful ministry demands a rich
humanness and the ability to develop and sustain inter-personal re-
Small group reflective sessions directed by skilled facilitators are
available for first year students who wish to make use of this service
to further the personal growth goals of the FYP.
The FYP is under the direction of an inter-departmental team
of coordinators. The program, which was introduced in 1970, has
been continually evaluated and modified. Greater flexibility and
more direct ministerial experience have been incorporated into the
FYP for 1972-73.
Structure and Content
The theological dimension of the FYP includes course work in
the areas of biblical, historical and systematic studies, which serves
to introduce the student to the scriptures and to systematic theologi-
cal reflection on the Christian heritage. The ministerial experience is
provided by a pastoral work program which serves both as an intro-
duction to ministry and as the experiential base for theological study.
To ensure proper integration of these components, faculty members
work with the students in the pastoral work program as theological
reflectors. Thus the basic issues of theology and ministry are re-
flected upon as complementary and inter-acting.
During orientation the student and his academic adviser work
out the optional course sequences of his program in view of his
background and needs and the goals of the FYP. Six to eight
students are grouped into a team for the pastoral work program.
Each team is headed by a theological reflector. Team placement is
made by the FYP coordinators after questionnaires and personal in-
terview. The student's program is then approved by the FYP co-
ordinating team and the Dean of Studies.
The full FYP consists of 36 quarter hours of work. Previous work
may be accepted as equivalent to all or part of the FYP.
The FYP Curriculum
OLD TESTAMENT INTRODUCTION
THE EARLY EXPANSION OF CHRISTIANITY
INTRODUCTION TO RELIGION
INTRODUCTION TO THEOLOGY
PASTORAL WORK PROGRAM
NEW TESTAMENT INTRODUCTION
THE CHRISTIANIZATION OF EUROPE
CHRISTIAN THEISM AND SECULAR HUMANISM
THE DYNAMICS OF CHRISTIAN CONSCIENCE FORMATION
PASTORAL WORK PROGRAM
THE BIBLE: ITS FORMATION AND INTERPRETATION
CHRISTIANITY IN THE RENAISSANCE AND REFORMATION
REVELATION AND SALVATION WITHIN SPECIAL AND GENERAL
ECONOMIES OF SALVATION
THEOLOGY OF THE CHURCH
PASTORAL WORK PROGRAM
Courses in biblical, classical, and modern languages, are also avail-
able during various quarters of the year.
MASTER OF DIVINITY (M.DIV.) PROGRAM
Purpose and Goals
The Master of Divinity is the first professional degree and the
focus of CTU's academic program. The primary aim of the M.Div.
Program is to prepare students to be effective ministers as described
in the CTU statement of purpose and objectives (see p. 8). Build-
ing on the First Year Program, the M.Div. Program combines an
academic core of theological studies with a theoretical and practical
study of the professional skills needed by the Roman Catholic priest.
Consensus on three basic dimensions or elements of a sound pro-
fessional education for ministry emerged at CTU in the course of a
long and serious study of the curriculum.
1 . Theological Content. The student must achieve a thorough and
critical understanding of the Christian heritage. He must develop
the ability to interpret and apply it creatively within the context of
present-day thought and culture. It has been the task of the several
departments to single out those areas which the student should en-
counter and for which he will be held responsible. These areas are
2. Ministerial Skills. The student must acquire a set of skills ap-
propriate for his future ministry. This process includes a number of
inter-locking phases in which the student masters theory and tech-
niques, engages in actual ministerial experience in a developing way
under the guidance of a supervisor, and assumes increasing respon-
sibility for perfecting his own professional skills. The skills to be
acquired include not only the traditional ones, such as preaching, pas-
toral counseling, administration of the sacraments, appropriate litur-
gical style, but also those called for in the relatively new possibili-
ties for mission and ministry.
3. Integrative Education. The third dimension of professional
preparation for ministry at CTU is the difficult task of integration.
The student is aided in this effort by such facets of the program as
the interdisciplinary character of the FYP, the increasing number
of team and inter-departmental courses, the comprehensive project
or seminar required for the M.Div. degree, and especially the pro-
gram of Field Education.
It is the task of Field Education to bring the student's growing
mastery of theological content and acquisition of ministerial skills
into focus and personal integration in the act of effective ministry.
Theory and skills of themselves do little for the minister unless in
their acquisition they are integrated in such a way that they become
part of the process of human growth. This presumes that the great-
est resource of the ministry is a well integrated or developed per-
The Director of Field Education at the Catholic Theological
Union is responsible for placing individual students in specific and
expertly supervised action programs. The Department of Christian
Mission and Ministry is responsible for providing opportunities for
theological reflection growing out of such programs. A variety of
possibilities for field education exist in the local community (Hyde
Park-Kenwood area) and the larger Chicago metropolis, e.g.,
parishes, chaplaincies in the hospitals, correctional institutions, jails;
the inner-city apostolate; radio and television communications; cate-
chetical and youth counseling programs; various social action pro-
grams; campus ministry.
Each student enrolled in the Master of Divinity Program will be
required to spend eighteen quarter hours or the equivalent of two
quarters in supervised field education programs. Students are en-
couraged to enroll in a Clinical Pastoral Education program for one
of the quarters.
Candidates for the Master of Divinity must meet the general ad-
mission requirements of the Catholic Theological Union. They must
also have completed the CTU First Year Program or its equivalent.
First year students who plan to enter the M.Div. Program are
required to take a total of 36 quarter hours chosen from the first
year offerings. Of these, three courses (9 hours) are required in
the Department of Biblical Literature and Languages: BLL 300,
305, 315, and two quarters (Fall and Winter) of the pastoral work
program are mandatory.
Once the pre-requisites have been met, the M.Div. Program will
usually take three years (at least 8 quarters).
Language requirements are determined by each department for its
A total of 99 quarter hours of graduate level work are required
for the Master of Divinity. Three of these hours represent the com-
prehensive requirement. The remaining hours are divided among
the following required areas:
A. Dept. of Biblical Literature & Languages (BLL) 18 hrs.
1. Old Testament 9 hrs.
Pentateuch or Deuteronomic Corpus
Wisdom Literature or Psalms
2. New Testament 9 hrs.
B. Dept. of Historical & Doctrinal Studies (HDS) 33 hrs.
1. History 3 hrs.
Course in Modern or Contemporary History
2. Systematics 30 hrs.
a. Doctrine 18 hrs.
Creation & Eschatology
Sacraments (two courses, one of which
must be on Eucharist)
b. Ethics 9 hrs
One course in systematic ethics
Two courses in ethical issues
c. Law 3 hrs.
Theology of Law
C. Dept. of Christian Mission & Ministry ( CMM ) 30 hrs.
1. Sacramental Law 3 hrs.
2. Pastoral Counseling 3 hrs.
3. Preaching 3 hrs.
4. Mission 3 hrs.
5. Field Education 18 hrs.
D. Elective s 15 hrs.
TOTAL 96 hrs.
Com prehensive Requirement
The candidate for the Master of Divinity degree must also give
evidence of his ability to integrate his total educational experience
into an operational totality. This is done in either of two ways.
(1) A master's report or project demonstrating both integration
of theological knowledge and a creative response to some
particular problem of ministry.
(2) An inter-departmental integrating seminar. The object of
this seminar is not the imparting of new knowledge, but
rather the integration of knowledge and skills already ac-
quired and their application to concrete problems of ministry.
The student is evaluated on his ability to apply the totality of
his professional education to the areas treated in the seminar.
The seminar (M.Div. 598) is directed by an inter-depart-
mental team and will be offered in the Winter and Spring
Each of the above is equivalent to three quarter hours and stu-
dents will be charged the normal fee for one course.
MASTER OF ARTS (M.A.) — CTU PROGRAM
The purpose of the CTU Program for the Master of Arts in The-
ology is multidimensional. The Program is designed, within the
resources of CTU and the Chicago Cluster of Theological Schools,
to provide the theological background for those who wish: to pre-
pare for entrance into a doctrinal program in theology; to teach re-
ligion at a secondary or college level; to develop a basic competence
in the area of theological studies though their principal specializa-
tion lies elsewhere.
The M.A. Program is marked by flexibility, allowing for a wide
variety of individually tailored programs. When he applies for ad-
mission to the Program, normally by the middle of the quarter pre-
ceding admission, the candidate will choose the objectives (s) which
best meet his needs. Before registering for M.A. course work he will
meet with his M.A. Board to work out the details of a program de-
signed to help him achieve the objective(s) he has chosen. The M.A.
Board will meet with the student once each quarter to evaluate his
progress and to make any modifications in the program which might
The M.A. in theology is not routinely granted en route to the
M.Div. It is also open to those who wish to gain theological back-
ground for work other than the priestly ministry.
Once the pre-requisites have been met, the M.A. Program will
usually take two years (one year of course work plus the time needed
for the thesis and the comprehensive examinations) . It must be com-
pleted within seven years.
Candidates for the M.A. in Theology must meet the general ad-
mission requirements of Catholic Theological Union. They must
also have completed one year (24 semester hours or 36 quarter
hours) of university or seminary level theology. This latter require-
ment can be fulfilled in the CTU First Year Program or by an under-
graduate major in Theology or Religious Studies from an accredited
college or university, provided that the faculty judges this to be
A reading knowledge of one modern foreign language is required
of all candidates for the M.A. degree. The choice will normally
be limited to French or German. In addition, those specializing in
HDS will normally be required to demonstrate a reading knowledge
of Latin, and those specializing in BLL will be required to demon-
strate a reading knowledge of Greek or Hebrew, or both, depending
on the scope of the program. Language requirements shall normally
be met by the end of the first quarter of the first year of the M.A.
Requirements include 36 quarter hours (12 courses) of course
work, in which the candidate must maintain a "B" average. The
course work shall be divided as follows:
1. Eight upper division courses in the student's area
of specialization (BLL, HDS, or selected areas
of which two courses are advanced seminars) . . 24 hours
2. Two upper division courses in each of the other
areas 12 hours
Up to one third of the courses may be taken in other schools of
the Chicago Cluster of Theological Schools. By special arrangement
with the M.A. Board, this may be increased to one half.
As part of the requirement for the M.A. in Theology, the candi-
date must demonstrate the ability to do competent work in his field
by writing a thesis characterized by research and independent
thought. This thesis shall be seventy-five to one hundred pages in
length and conform to one of the accepted manuals of style for
this kind of work.
The final requirement for the M.A. in Theology is a two-part
comprehensive examination in which the candidate is to demonstrate
his grasp of theological methodologies used in theological disciplines
and the scope and integration of his theological studies. The con-
tent and approach for which he will be responsible in the compre-
hensives is determined by the student and his Board of Examiners
within the general prescriptions of the M.A. Program.
Further details of the M.A. Program can be obtained from the
Director, Fr. Roman Vanasse, O.Praem.
MASTER OF ARTS (M.A.)— COOPERATIVE PROGRAM
AT DE PAUL
A Master of Arts Program has been worked out cooperatively be-
tween The Catholic Theological Union and De Paul University, the
degree being granted by De Paul University. In general the Graduate
Program offered by the Department of Theology of De Paul Uni-
l) Completion of forty-eight quarter hours of graduate study, of
which up to eight quarter hours may be applied to the thesis.
a) Eight graduate hours (two courses) must be taken in the area
of Scripture; four quarter hours (one course )in doctrinal
history of systematic theology; four quarter hours (one
course) in religious ethics.
b) In the allied field the student must take two of the following
courses: Sociology 302 (Cultural Anthropology), Philos-
ophy 365 (Philosophy of Religion), Theology 343 (Social
Dimension of Religion) or Theology 440 (Religious Com-
munciation). He must also choose a seminar in the philos-
ophy department on some philosophy pertinent to religious
c) Thesis: Students will register for Theology 499 (Thesis Re-
search) for eight quarter hours credit.
2) One foreign language. Evidence of the candidate's reading
knowledge of theological literature in German, French, Latin,
Greek, Hebrew, or with special permission, any other language in
which thesis research will be conducted.
3) A two-part written comprehensive examination in the field of
biblical studies, doctrinal history, systematic theology and reli-
gious ethics, each part taken for three hours.
4) A one hour oral "defense of the thesis".
DIRECTIVES FOR CTU STUDENTS IN THE DE PAUL M.A. PROGRAM:
a) CTU students who wish to enroll at De Paul for the M.A.
in Theology must have completed the prerequisite courses,
that is, the First Year Program at CTU.
b) Each student who wishes to enroll in the graduate program
at De Paul must present a letter of recommendation to the
Dean of CTU from the academic supervisor of his particular
religious community or diocese.
2) Requirements for the M.A. in Theology
a) CTU students registered for the M.A. at De Paul are re-
quired to take five courses (20 quarter hours) at De Paul;
the other twenty quarter hours must be taken at CTU.
b) The Master's Thesis (eight quarter hours) may be written
under the direction of a faculty member from either De Paul
or CTU. The student, however, must register for Theology
499 at De Paul and follow the norms for thesis direction
issued by the Department of Theology at De Paul.
c) CTU students must follow the area and course requirements,
language requirements, etc., as determined by the Graduate
School of De Paul University.
PROGRAM IN MISSION STUDIES
The Program of Mission Studies, which is being developed at
Catholic Theological Union in collaboration with the Chicago Cluster
of Theological Schools, aims to provide part of the academic prepara-
tion and personal orientation that is necessary or useful for a person
who is to share in the missionary work of the Church or is interested
in this work.
Under the direction of Father John Boberg, S.V.D., with the help
of other Divine Word Missionaries and the enthusiastic and expert*
cooperation of Prof. James Scherer (LSTC) and Father John Hardon,
SJ. (BST), the program began in the school year 1970-1971 with a
number of course offerings. A more comprehensive and balanced
program has evolved over the years, so that beginning in the 1972-
1973 school year students can earn the M.A. in Theology with a
Specialization in Mission. Plans include the offering of a special
diploma or degree program open to anyone interested in mission
Four main areas or dimensions are covered by the program: the
theological, the soeio-cultural, the religious, and the international.
1. Theological Dimension. Integrated into the overall curriculum
of CTU and CCTS, the Mission Studies Program shares in the rich
ecumenical offerings of theological courses of the schools. The theo-
logical dimension of the program, therefore, aims to provide special-
ized courses that develop the deeper and broader implications of
theology for the understanding and implementation of the specific
missionary activity of the Church.
2. Socio-Cultural Dimension. The missionary activity of the
Church generally still means cross-cultural contact. This part of the
program aims to provide the theory and the skills necessary for such
work. In addition to specific courses in anthropology and sociology,
an interdisciplinary approach is taken to such questions as community
development. A specialized cross-cultural field experience will also
be a part of the program. The purpose of this experience would be
to ascertain and develop the cultural adaptability of the student and
lead him to further reflection on theology against the background of
3. Religious Dimension. The new vitality of non-Christian reli-
gions demands an understanding on the part of the missionary of the
religious phenomenon as such, as well as the rich variety of ways
in which the basic religious experience has been concretized by men
of all times and places. This would include general courses like
the Philosophy of Religion or the Phenomenology of Religion, and,
as the program develops and need arises, courses in specific religions.
The neighboring rich resources of the University of Chicago are sig-
nificant for this aspect of the program.
4. International Dimension. The missionary going overseas must
see himself as something more than a plug filling up a hole or a poor
substitute for a local minister. He must bring to the local Church a
knowledge of the problem and a development that transcends
any particular culture. He must sense the larger needs and implica-
tions of international attempts to solve problems. The program will
thus provide both an atmosphere of international involvement as well
as courses like the Church and the Third World, World Poverty,
Development and Liberation, Theology of Revolution.
In addition to the courses offered, the Program of Mission Studies
plans to regularly sponsor broader projects in missionary education.
A symposium on specific aspects of the world mission of the Church
is offered in the Fall. In the Spring a week-long institute is spon-
sored for missionaries on furlough.
For the 1972-1973 school year Bellarmine School of Theology
(BST), the Catholic Theological Union (CTU) and the Lutheran
School of Theology (LSTC) have highlighted the following courses
offerings in the Mission Programs:
EARLY EXPANSION OF CHRISTIANITY: L. NEMER (CTU)
THEOLOGICAL PERSPECTIVES ON MISSION: J. BOBERG (CTU)
DEVELOPMENT OF CHRISTIAN COMMUNITY: J. BOBERG (CTU)
ETHICS AND INTERNATIONAL RESPONSIBILITY: J. PAWLIKOWSKI
INTRODUCTION TO HISTORY OF RELIGIONS: J. HARDON (BST)
THEOLOGY OF NON-CHRISTIAN RELIGIONS: J. HARDON (BST)
STUDIES IN MISSION: S. HUTAGALUNG (LSTC)
christianization of europe: l. nemer (ctu)
19th century imperialism and world mission: l. nemer (ctu)
christianity in world history: j. boberg (ctu)
missionary catechetics: j. boberg (ctu)
major issues in lutheran ecumenical dialogues: e. arden
culture and christian communication in crisis: d. flatt/
r. kaeske (lstc)
christianity in africa: j. may (nbts)
REVELATION AND SALVATION WITHIN SPECIAL AND GENERAL
ECONOMICS OF SALVATION: P. KNITTER (CTU)
THEOLOGY OF MISSION: J. HARDON (BST)
MARXISM AND CHRISTIANITY: J. HARDON (BST)
CONTEMPORARY MISSION PROBLEMS II: J. BOBERG (CTU)
READINGS IN AREA STUDIES: J. BOBERG (CTU)
CULTURAL anthropology: H. loiskandl (ctu)
some religious possibilities in a secular age: d. lindberg
the ecumenical movement: d. durnbaugh (beth)
PASTORAL TEACHER EDUCATION
The Center for Studies in Religious Education, located in Hyde
Park, sponsors a supervised program in Pastoral Teacher Education
analogous to Clinical Pastoral Education.
P.T.E. involves the student-teacher for thirty to forty hours a
week for one quarter. By expert supervision, reflective sessions, per-
sonal and professional counseling, and peer interaction, it helps the
student to maximize his potential for the effective teaching of reli-
gion. It thus provides for a closer practical bond between theology
and educational practice in the ministry.
The program offers academic credit. Interested students should
contact the Director of Field Education.
CHICAGO CLUSTER OF THEOLOGICAL SCHOOLS
The Chicago Cluster of Theological Schools is an ecumenical as-
sociation of eight Protestant and Catholic seminaries, whose purpose
is to promote quality theological education in preparing ministers
and priests to serve the contemporary Church through a programmed
sharing of resources.
The participating schools maintain educational autonomy and con-
tinue to offer their own degrees, both professional and academic.
Each school also preserves its confessional identity and theological
The idea of the Cluster goes back to January, 1969, when the
Lutheran School of Theology, the Catholic Theological Union, and
the Chicago Theological Seminary agreed to open all courses to the
students of the three schools without additional fees. Five additional
schools subsequently joined in the collaborative planning which
eventuated in the formation of the Chicago Cluster of Theological
Schools on May 4, 1970. The Cluster was incorporated under the
laws of the State of Illinois on April 26, 1971.
Five schools are located in Hyde Park: Bellarmine School of
Theology, Catholic Theological Union, Chicago Theological Semi-
nary, Lutheran School of Theology, and Meadville/Lombard Theo-
logical School. Three schools are in the western suburbs: Bethany
and Northern Baptist in Oak Brook, and DeAndreis in Lemont.
The Cluster enriches the theological potential of the member
schools in many ways:
1) A student enrolled in any Cluster school may take courses in
any other Cluster school without additional tuition or regis-
tration fees. During the 1972 school year, students cross-
registered for over 500 courses.
2) The Cluster sponsors courses team- taught by professors of
two or more schools.
3) Cluster- wide sponsorship of study programs and course se-
quences which would not be possible for a single school to
produce, such as special programs in theology and science,
and overseas missions.
4) Cluster- wide sponsorship of special consultations and work-
shop, such as on dying and death, prayer and spirituality, wom-
en's liberation, parochial ministry.
5) Reciprocal library privileges and services to all Cluster stu-
dents and faculty.
6) Joint planning in purchasing, use of educational facilities,
The Cluster schools are now studying a proposal of the Long-
Range Planning Committee by which several functional specialties
would be administered and staffed by Cluster committees drawn
from all participating schools.
The Cluster is directed by a full-time coordinator, with staff as-
sistants for academics and library.
The Chicago Cluster is a prime example of ecumenical under-
standing and cooperation. A large area of theological studies is of
common interest and is confessionally not sensitive. In many courses,
professors of all denominations use the same basic sources and
methodology. In addition, there are questions of current interest to
all confessions, and the contributions of modern theologians often
cut across confessional lines. Cluster experience has shown that stu-
dents become more appreciative of their own confessional identity
and professors do not proselytize in any way.
COURSES OF STUDY
BIBLICAL LITERATURE AND LANGUAGES
HISTORICAL AND DOCTRINAL STUDIES
CHRISTIAN MISSION AND MINISTRY
COURSES OF STUDY
Courses offered during the academic year 1972-73 are listed below.
Three departments make up the school of theology of the Catholic
Theological Union : The Department of Biblical Literature and Lan-
guages; the Department of Historical and Doctrinal Studies; and
the Department of Christian Mission and Ministry. The courses are
divided into three series: "300" series (courses prerequisite to grad-
uate work at either the M.A. or M.Div. level) ; "400" series (grad-
uate level courses representing generally the core courses for the
M.Div. degree); "500" series (graduate level seminars developing
special questions in biblical, traditional and contemporary theology).
All courses are three quarter-hour courses, that is, classes are
scheduled 150 minutes per week for ten weeks. The eleventh week
is evaluation week.
A. DEPARTMENT OF BIBLICAL LITERATURE AND LANGUAGES.
Staff: Geron Fournelle (Chairman), Robert Karris, Callistus Langerholz,
Hayim G. Perelmuter, Donald Senior, Alphonse Spilly, Carroll Stuhl-
BLL 300: OLD TESTAMENT: INTRODUCTION
Select passages from the books and major traditions of the entire Old
Testament will be studied against the background of Israel's history,
religion and literary genres. The primary goal of this course is a con-
trolled knowledge of the Old Testament in preparation for future in-
depth study of individual sections. Yearly. STUHLMUELLER (Sec .1)
SPILLY (Sec. 2)
BLL 305: NEW TESTAMENT : INTRODUCTION
The writings of the New Testament will be presented in their historical,
cultural, religious and sociological context in the Greco-Roman world.
Introduction to the methodological tools employed in New Testament
research and to the diverse theologies that comprise the New Testament
witness to Jesus of Nazareth. (Section 1 is limited to students who have
some knowledge of Greek.) Yearly. KARRIS (Sec. 1)
SENIOR (Sec. 2)
BLL 315: THE BIBLE: ITS FORMATION AND
The formation of the Bible in terms of the "word" and its revelation
of God's presence as Savior within the community of faith. The emer-
gence of a sacred tradition of holy writ, interpreted anew by and for
each generation. Topics of special study include: biblical inspiration
and inerrancy; revelation, scripture and tradition; liturgy and the scrip-
tures; the senses of scripture; Canon; texts and versions; textual criti-
cism. Yearly. FOURNELLE and SENIOR
BLL 320: BIBLICAL GREEK
This course is designed to meet the needs of students who have little
or no knowledge of Biblical Greek. SENIOR
BLL 325: INTRODUCTORY HEBREW
An introductory course for those who have not previously studied
Hebrew. Yearly. , FOURNELLE
N.B. Advanced courses in the biblical languages will be offered by the
department according to the needs of the students.
BLL 400: HISTORICAL EXEGETICAL STUDY OF THE
Historical background of the Old Testament milieu. Hebrew position in
the world picture. Exegesis of Genesis 1-11. Patriarchal narratives.
Exodus event as central to the understanding of the O.T. 1973-1974.
BLL 405: THE DEUTERONOMIC HISTORY
Deuteronomy and the deuteronomic history. From the "conquest" to
the end of the kingdoms, stressing the deuteronomic theology of history
in the major events of the period. FOURNELLE
BLL 410: PRE-EXILIC PROPHECY
The origin of the "classical" or "writing" Prophets in the unique genius
of Mosaic Religion and in the early prophetic guilds. An exegesis of
key- passages in Amos, Hosea, and particularly Jeremiah, to appreciate
their particular reaction to the religious contribution to the prophetic
BLL 415: EVOLVING FORM OF PROPHETISM DURING THE
EXILE AND POST-EXILIC PERIODS
The salient role of Ezekiel and Deutero-Isaiah during the pivotal period
of the exile. Later subservience of the prophetic movement to priestly
legalism or to the apocalyptic form of postexilic Judaism. The study will
be undertaken by means of key texts within the prophets.
BLL 420: THE PSALMS
The psalms investigated against the background of biblical religion and
other ancient Near Eastern religions. Various literary types. The psalms
as representative of major religious movements in Israel.
BLL 425: OLD TESTAMENT WISDOM LITERATURE
The wisdom movement in Israel and the ancient Near East. Problems of
the "wise men." Retribution considered as thematic to study. 1973-1974.
BLL 430: THE GOSPEL ACCORDING TO MATTHEW
Within the structure and the purpose of the Gospel, Matthew will be
studied as a Pastor in his community in applying Jesus' teaching to his
own situation. LANGERHOLZ
BLL 432: THE GOSPEL ACCORDING TO MARK
Introduction to Gospel form — and redaction — criticism. Exegesis of the
Gospel. Mark's place in the theology of the primitive community.
BLL 435: THE GOSPEL ACCORDING TO LUKE
Introduction to form and redaction criticism. Exegesis of the entire gos-
pel with special reference to the most recent and the most significant
redaction critical studies. Luke's place in the theologies of the Early
Church. 1973-1974. KARRIS
BLL 440: THE GOSPEL ACCORDING TO JOHN
A critical-exegetical approach to John's text to arrive at his sources and
to evaluate his theology, particularly on the mission of the Son and
the Church. Yearly. LANGERHOLZ
BLL 450: PAULINE THEOLOGY
Origin and development of main Pauline themes in the light of Paul's
experience as well as the theological and cultural traditions and theo-
logical disputes of his time. Implications for ministry. SPILLY
BLL 455: PAULINE EXEGESIS
Methodology used in the exegesis of a Pauline epistle. Paul's theological
and cultural milieu. Detailed exegesis of the entire epistle. The epistles
treated differ from year to year. Offered 1972-1973.
Colossians and Ephesians KARRIS
BLL 460: THE ACTS OF THE APOSTLES
The distinctive theology of this second part of Luke-Acts will be in-
vestigated by the study of the methods of historical writing in antiquity,
by the study of the speeches, and by the exegesis of other key passages.
The question of using Acts as a source for the life and theology of Paul
will also be discussed. KARRIS
BLL 500: SEMITIC THOUGHT AND CULTURE
Directed research and class discussion, centering on such elements of
Israelite daily life as: Hebrew language and psychology; social life of
the people; commerce and industry; labor and sports; natural topog-
raphy; climate and rainfall; etc. Extended lectures on the Hebrew lan-
guage are directed towards those students who do not intend a formal
study of the language. 1973-1974. STUHLMUELLER
BLL 502: PROBLEM OF AN O.T. THEOLOGY
The question to be discussed is the possibility of a "theology" of the
O.T. as differentiated from a "history of religious thought" in the O.T.
Views of Burrows, Eichrodt, von Rad, de Vaux, Vriezen, Wright, etc.,
to be considered. FOURNELLE
BLL 508: BIBLICAL THEOLOGY OF CREATION AND CHAOS
Creation texts will be studied as indicators of the mystery of salvation,
in which divine goals clash with human weakness and sinfulness, in-
cluding chaos, yet leading to a new creation. The course will include
eschatology and apocalyptic. 1973-1974. STUHLMUELLER
BLL 518: INTERTESTAMENTAL LITERATURE
Historico-cultural-religious developments of the period. Jewish apocalyp-
tic and its influence on the religious thought of the Jews. Implications
for New Testament study. Study of selected themes. FOURNELLE
BLL 520: LITURGY OF THE SYNAGOGUE: I
The tri-partite course on the Liturgy of the Synagogue — over a two year
period — surveys worship forms in the contemporary American Syna-
gogue with special reference to the common thread and variations in
the Jewish denominations: Orthodox, Conservative, and Reform. This
first section deals with the weekly synagogue service PERELMUTER
BLL 521: LITURGY OF THE SYNAGOGUE: II
The Liturgy of the High Holy Days: Rosh Hashanah, Yom Kippur.
(Text: Agnon, Days of Awe [Schocken]). PERELMUTER
BLL 524: READINGS IN RABBINIC LITERATURE: I
An examination of Rabbinic interpretation and variations on themes
from the book of Genesis. PERELMUTER
BLL 525: READINGS IN RABBINIC LITERATURE: II
Ethics of the Fathers. A careful examination of the texts to give an
insight into Rabbinic thought and methodology. PERELMUTER
BLL 356: RABBINIC JUDAISM AND THE EARLY CHURCH
An examination of the nature of Rabbinic Judaism out of which Chris-
tianity emerged and with which Christianity co-existed over the cen-
turies. An effort at achieving an insight into the approach and the mind
of Rabbinic Judaism through an examination of the pertinent literature.
BLL 531: THE PASSION IN MATTHEW'S GOSPEL
BLL 535: THE RESURRECTION TEXTS IN THE GOSPELS AND
The biblical background of the theme of resurrection. The hermeneutic
of the empty tomb and apparitions. LANGERHOLZ
BLL 570: THE PHENOMENON OF EARLY CATHOLICISM IN
THE NEW TESTAMENT
I and II Peter, James, the Pastorals, Luke- Acts will be investigated from
the viewpoint of what Ernst Kasemann and others call "Early Catholi-
cism." The theological tendencies of these New Testament books will
be analyzed to see whether or to what extent they are "Early Catholic,"
i.e., stress moralization of the faith, hierarchical organization, fides quae
creditur, etc. The problem of theological diversity in the New Testa-
BLL 572: THE ETHICAL TEACHING OF THE EARLY CHURCH
How do the words, life, death- and resurrection of Jesus of Nazareth
function ethically in the Early Church? How and why did the Early
Church borrow its ethical norms from its Jewish and Gentile contempo-
raries? The Sermon on the Mount. The Epistle of James. Paul. The
Pastoral Epistles. The Didache. The Shepherd of Hermas. The Apol-
ogists. The Sentences of Sextus. KARRIS and NORQUIST
BLL 575: PROPHECY IN THE EARLY CHURCH
Directed research and class discussion on the roles and functions of
prophecy and prophetism in the New Testament and Apostolic Fathers
against their contemporary Jewish and Hellenistic background.
BLL 590: PRAYER OF THE OLD TESTAMENT
This seminar will investigate Hebrew prayer exegetically (Staff), as
understood and utilized rabinically (Perelmuter) , and as seen in pa-
tristic times (Isabell). STAFF
B. DEPARTMENT OF HISTORICAL AND DOCTRINAL STUDIES
Staff: Nicholas Crotty, Zachary Hayes (Chairman), Damiel Isabell, Basil
Johnson, Paul Knitter, Sebastian MacDonald (Sabbatical), Hugh
McElwain, Lawrence Nemer, Gilbert Ostdiek John Pawlikowski,
HDS 302: THE EARLY EXPANSION OF CHRISTIANITY
A study of the Church in its encounter with new cultures and an analy-
sis of the effects the culture had on the Church (institutions, theology,
and religious life) and the Church had on Society. Major considerations
will be: The Jewish Community becoming Greek (early theology and
heresies), becoming Roman (Church-State issues and institutional de-
velopment), and becoming Byzantine (Caesaropapism and the Christo-
logical debates) while at the same time elsewhere becoming something
new (Barbarian invasions and the Papacy). Yearly. NEMER
HDS 307: THE CHRISTIANIZATION OF EUROPE
A study of the Church's encounter with the Barbarian nations, of their
conversion, and of the development of Christian life. An analysis of
how the task affected Church life and thought, and of how the Church
affected the world. Major consideration will be given to: Medieval
Missions; Charlemagne; the Papal States; the Schism between East and
West; and the development and experience of a Christian European
Culture (theology, philosophy, social and political structures). Yearly.
HDS 310: CHRISTIANITY IN THE RENAISSANCE AND
Factors influencing the breakdown of the medieval synthesis. Renais-
sance thought and style chiefly in relationship to the Church. Writings
of the Reformers, and the position of Trent. Yearly. NEMER
HDS 320: INTRODUCTION TO RELIGION
The course will first attempt to isolate some of the elements common
to all religions, and their relationship to social structures. From this
perspective, the phenomenon of civil religion will be examined, espe-
cially as it is manifested in recent and contemporary attitudes in Ameri-
can politics and diplomacy. VANASSE
HDS 322: REVELATION AND SALVATION WITHIN SPECIAL
AND GENERAL ECONOMIES OF SALVATION
HDS 325: INTRODUCTION TO THEOLOGY
A consideration of the nature, sources, and methods of theology worked
out from a study of several case-histories. Special emphasis on the his-
torical revelation in Christianity and the developing awareness of the
faith-community in relation to shifting horizons. HAYES
HDS 330: CHRISTIAN THEISM AND SECULAR HUMANISM
The localization of why Christian theistic faith has become problematic
in our culture. The meaning of Christian theistic faith in biblical and
Christian history and why it is a response to the contemporary prob-
lematic about the meaning of human life. KNITTER
HDS 345: THEOLOGY OF THE CHURCH
A study of the origins of the Church; the relation of the Kingdom
to the Church; the basic images and themes in Scripture and tradition;
the development of ecclesiastical office; and the relation of the Church
to the world. Yearly. HAYES
HDS 370: THE DYNAMICS OF CHRISTIAN CONSCIENCE
Studies the ways in which Christians may view, confront and achieve
their task of ethical decision-making. Involves reflection on such mat-
ters as the meaning of conscience, traditional and contemporary ap-
proaches to ethical judgment and decision, moral development and
moral education, the question of a specifically Christian morality. Yearly.
HDS 415: CATHOLIC CHURCH IN UPHEAVAL
An attempt to study historically the crisis in the Church. The student
will begin with the situation at present and will study the history of
such problems as social policy changes, communism, the role of the lay-
man, war, ecumenism, and theological revolution — as all affect the
Church 1973. (bst: divn 419) ROSS
HDS 417: FROM NEWMAN TO VATICAN II
This course will trace the main ideas and events of Roman Catholicism
from 1845 to 1965. Special emphasis will be given to the personality
and theology of John Henry Newman and a comparison and contrast of
Vatican I and Vatican II. 1973. (bst: divn 422) ROSS
HDS 420: CATHOLIC CHURCH IN THE 19TH CENTURY
A study through research, lectures, and discussions of the major trends
and problems which shaped the American Catholic Church. Special
emphasis will be placed on "Americanism". 1972. (bst: divn 552)
HDS 422: 19TH CENTURY EUROPE AND WORLD MISSION
A study of the Church as it encounters the new world born of the French
Revolution, of how it affects and is affected by social and political con-
siderations, of imperialism (Church and State), and of the missionary
expansion in the late 19th and early 20th centuries. Major considera-
tions will be given to: the Church's encounter with French and Italian
political liberalism, with German philosophical and theological liberal-
ism, with English scientific and political liberalism; the Church's re-
sponse in the Syllabus of Errors and Vatican I; Europe in Asia and
Africa; Mission as Structure; the hesitant growth of local Churches;
a western Christianity in a non-western world. Yearly. NEMER
HDS 430: THE PROBLEM OF GOD
A detailed study of the meaning of Christian theistic faith in the light
of the problems raised by contemporary atheism and scientific develop-
ments. Yearly. HAYES (Sec. 1)
KNITTER (Sec. 2)
HDS 435: ORIGINS AND ESCHATOLOGY
A study of the Christian symbols concerning the origins of man, the
world and evil; a correlative investigation of finality and eschatological
symbolism. Yearly. McELWAIN (Sec. 1)
KNITTER (Sec. 2)
HDS 440: CHRISTOLOGY
An investigation of the structure and meaning of the Christian under-
standing of salvation with particular emphasis on the problem of Chris-
tian origins. Yearly. HAYES (Sec. 1)
McELWAIN (Sec. 2)
HDS 445: THEOLOGY OF THE CHURCH
A study of the origins of the Church; the relation of the Kingdom to
the Church; the basic images and themes in Scripture and tradition; the
development of ecclesiastical office; and the relation of the Church to the
world. Yearly. KNITTER
HDS 447: CHURCH AND STRUCTURE: THEOLOGY OF LAW
A study of ecclesiological thought and attempts to concretize the theory,
particularly in legal structures. The course involves historical survey,
as well as examination of the contemporary tensions between theory
and structure. Treats theory and practical problems of interpretation of
law in the contemporary Church. Yearly. BONNER
HDS 450: THEOLOGY OF THE EUCHARIST
A study of the scriptural origins and historical development of the
eucharistic liturgy, with particular emphasis on the eucharistic prayer.
Theological reflection on the meaning of eucharist in light of the above
and of contemporary discussion. Consideration of current questions,
e.g., ecumenical questions of intercommunion and eucharistic ministry.
Yearly. OSTDIEK (Fall)
HDS 455: SACRAMENTS OF INITIATION
General sacramental theology and the problem of contemporary symbols.
Christian initiation, its institutional process and theology. The disin-
tegration of the initiation structural process and the resultant Western
theology of baptism and confirmation. The problem of infant baptism,
physical sacramentalism and the response of faith. Yearly. OSTDIEK
HDS 460: SACRAMENTS OF HEALING AND VOCATION
The origins and historical development of penance, anointing, marriage,
ordination. Questions of contemporary theological significance and cele-
bration of these sacraments. Yearly. OSTDIEK and JOHNSON
HDS 475: THEOLOGICAL FOUNDATIONS OF SOCIAL ETHICS
This course stems from the need for Christian ethics to work out of a
valid image (or, rather, valid images) of man if it is to speak with
authority of such things as ethical values and disvalues. What prevailing
or at least widespread images of man are discernible in literature, philos-
ophy and the social and behavioral sciences? What does our biblical
heritage have to say to us as we grope among and through these for
viable images of man today? 1972. CROTTY
HDS 480: LOVE AND COMMUNITY AS ETHICAL AIMS
Given the present-day stress on love as having primacy and centrality
in the New Testament ethics and Christian morality and given that the
mission both of Christ and of the Christian is a ministry of reconcilia-
tion, what meaning and implications do the concepts of "love" and "com-
munity" hold for the Christian moral agent? 1973. CROTTY
HDS 491: DEVELOPMENT OF CHRISTIAN SPIRITUALITY II
A survey course of the spiritual writers from St. Ambrose to St. Bernard*.
The emphasis will be contact with the actual writings of these Christians,
trying to discern their relationship with God. Special emphasis will be
put on their teachings on the spiritual life. 1972. ISABELL
HDS 495: FUNDAMENTAL PRINCIPLES OF SPIRITUAL
Concentrating on the experiential aspects of Christian revelation, the
course will analyze the inner source of Christian life "in Christ," its
psychological implications, the meaning of sin in realizing the Chris-
tian project, and the reality of progress, religious experience to faith
experience, way of prayer, night of the senses and of the spirit, and the
social dimensions of spiritual growth. Special emphasis on the antinomies
of religious living. 1973. ISABELL
HDS 515: ART OF CHRISTIAN CELEBRATION
A study of the nature of ritual and the laws of ritual development.
Analysis of the constitutive elements of rite (sign and symbol, language,
gesture, music, dance) and their relationship to the ministerial role in
celebration. A consideration of certain problems and developments in
liturgical experimentation. Yearly. JOHNSON
HDS 516: THE LITURGICAL YEAR
A study of the origins and evolution of the liturgical calendar with a
view toward the preparation of contemporary celebrations of Christian
seasons and feasts. 1973. JOHNSON
HDS 520: THEOLOGY OF KARL RAHNER
A study of the philosophical orientation of Rahner and its implications
in his theological writings. 1973. HAYES
HDS 523: PROCESS PHILOSOPHY AND TEILHARDIAN
The writings of Teilhard can be read in a variety of ways: as evolu-
tionary science, as poetry and mysticism, as natural theology and as
Christian theology. This particular seminar considers another dimension
of Teilhard, that is, his 'hyperphysics' which can be seen as process
metaphysics, especially in relation to Whitehead's philosophy of process.
HDS 541: THEOLOGY OF PLAY— FESTIVITY AND FANTASY
An effort to uncover significantly new resources for theology in festivity,
fantasy and the renewed appraisal of homo ludens. Of particular in-
terest will be works by: Cox, Huizinga, Keen, Novak, Rieper, etc
HDS 545: THEOLOGY OF RELIGIONS
This seminar course will center on a comparison of Paul Tillich's and
Karl Rahner's evaluations of the non-Christian religions. 1972
HDS 565: THEOLOGY OF THE WORD IN ST. BONA VENTURE
A study of the theology of the word in the writings of Bonaventure to-
gether with its Christological, Trinitarian, and anthropological signifi-
cance. 1973. " HAYES
HDS 574: MODERN CONCEPTIONS OF THE SOCIAL ORDER
This course will examine various efforts to produce a just and humane
social order since the Enlightenment. Special emphasis will be placed
on the struggle to incorporate minority groups into a society. Authors to
be read include Djilas, Hertzberg, John Hope Franklin, Allport, Glatzer,
and W. Reich. 1973. PAWLIKOWSKI
HDS 576: ETHICS AND INTERNATIONAL RESPONSIBILITY
An examination of such issues as the religious and ethical basis of U.S.
foreign policy, war and peace, foreign aid and arms limitation. Readings
from Marty, Niebuhr, Swomley and materials published by the Council
on Religion and International Affairs. 1972. PAWLIKOWSKI
HDS 578: THE MINISTER AND SOCIAL INVOLVEMENT
The course will attempt to describe some general parameters for a min-
ister's involvement in social-political affairs. Readings will come from
Ramsey, Niebuhr and Powers. The course will also involve meetings
with ministers currently engaged in social action ministries. 1973.
PAWLIKOWSKI and CROTTY
HDS 580: THE ETHICS OF CHRISTIAN MARRIAGE
A biblical and historical study of Christian teaching regarding married
life and an attempt to elaborate a helpful Christian ethic for contempo-
rary marriage. Will stress the importance of the basic image of mar-
riage underlying one's attitudes and orientation in its regard.
(Fall & Spring)
HDS 599: M.A. SEMINAR
Open to M.A. candidates only. The content of the seminar may vary
according to the needs of the candidates, but some emphasis will usual-
ly be placed on exposure to and use of various theological methodologies,
phenomenological, historical, transcendental, etc. Yearly. VANASSE
HDS 415, 417, 420 given at Bellarmine School of Theology.
C. DEPARTMENT OF CHRISTIAN MISSION AND MINISTRY
Staff: John Boberg, Dismas Bonner, Lois Dideon, Dennis Geaney, Damien
Isabell, Robert Mallonee, Thomas More Newbold (Chairman), Donald
CMM 380-385-390: PASTORAL WORK PROGRAM
The pastoral work program provides guided exposure to the social and
ecclesiastical scene in Chicago through direct experience of select min-
isterial activity. Reflection on this experience is correlated with course
work being taken. Six to eight students are grouped into a team headed
by a theological reflector. STAFF
(Fall, Winter, Spring)
CMM 400: THE SOURCES OF PASTORAL PSYCHOLOGY
An historical survey of contemporary psychotherapy, with emphasis on
Freud, Jung and the trend toward existential synthesis in psychotherapy.
Yearly. * NEWBOLD
CMM 405: BASIC TYPES OF PASTORAL COUNSELING
A discussion of the basic types of pastoral counseling in terms of goals,
techniques and practices. A presentation and discussion of some typical
situations in pastoral care. Yearly. NEWBOLD
(Fall and Winter)
CMM 435: THEOLOGICAL PERSPECTIVES ON MISSION
Examination and analysis of Vatican documents; new dimensions of a
more eschatologically oriented theology, especially for problems of de-
velopment and relation to Non-Christian religions. BOBERG
CMM 440: CHRISTIANITY IN WORLD HISTORY
A study of Christianity's relation to culture and cultural change a la van
Leeuwen, Tillich, Dawson. BOBERG
CMM 445: MISSIONARY CATECHETICS
The nature and place of catechesis in the mission of the Church; the
end and tasks of catechesis in relation to pre-evangelization and evan-
gelization; the theological and anthropological basis of a catechetical
pedagogy, with special emphasis on a cross-cultural situation. BOBERG
CMM 450: PRACTICUM IN PREACHING
A workshop style criticism of written and delivered sermons. Individual
criticism and practice using video-tape equipment. SKERRY
(Fall and Winter)
CMM 455: SERMON DESIGN: METHODS AND THEORY
Study and practice in the basic elements of sermon production: creative-
ness in sermon preparation; determining the theme; organization; style;
delivery; and judging results. SKERRY
CMM 480-485-490: FIELD EDUCATION PROJECT: I, II, and III
GEANEY and DIDEON
CMM 495: CLINICAL PASTORAL EDUCATION (CPE)
CMM 486: PASTORAL TEACHER EDUCATION (PTE)
CMM 497: PASTORAL INTERNSHIP (PI)
CMM 495, 96 & 97: By arrangement with Director of Field Education.
CMM 506: SEMINAR: THEOLOGICAL IMPLICATIONS OF
FREUD AND JUNG
A discussion of the Freudian texts on religion and morality. Reading
and discussion of the texts of Jung on the nature of religious experience.
CMM 508: EXISTENTIAL PSYCHOTHERAPY AND PASTORAL
This course examines the important influence that existential philosophy
has come to have upon the development of psychotherapy. Emphasis
will be placed upon the contributions to psychotherapy made by the
existential analysis and interpretation of individual experience in a crisis
society. The authors studied will be: Paul Tillich, Ludwig Binswanger,
Medard Boss, Thomas Hora, F. J. J. Buytendijk, Rollo May and Eugene
CMM 512: PSYCHOLOGY OF SEXUALITY
A seminar presentation and discussions on human sexuality as the con-
text out of which the pastoral ministry functions. The Jungian analysis
and understanding of heterosexuaJity will be the basic model used in
studying the meaning, implications, problems and promise of human
sexuality, in reference to the pastoral context.
NEWBOLD and DIDEON
CMM 518: PRACTICUM IN LITURGY
An examination of the theology and the general principles pertaining
to liturgical celebration and the proper role of the minister in liturgy.
Study of ritual and practical considerations in the celebration of wedding,
funeral and sacramental liturgies. Practical, moral, canonical and pastoral
considerations pertaining to the sacrament of penance. Special treat-
ment of the principles of Euchristic celebration. Individual practical
exercises in administration of penance and celebration of Eucharist.
CMM 520: THE MINISTER AS MANAGER
This course is designed to give potential priests skills in management,
particularly as applied to voluntary organizations; relevant social science
data will be explored through lectures, readings, laboratory exercises,
case studies, and field experience covering specific areas of management
practice, such as group decision-making, supervision, data collection, per-
sonal style, and organizational models. T.B.A.
CMM 522: THEORY OF GROUP DYNAMICS
The course will be a theoretical treatment of the various types of groups
in which a minister may find it possible to minister, of the dynamics at
work in such groups, and of what the minister may hope to accomplish
in such groups. SKERRY
CMM 530: READINGS IN AREA STUDIES
Individually guided reading program in the history and culture of specific
countries, as well as their present social, economic and religious situa-
CMM 535: DEVELOPMENT OF THE CHRISTIAN COMMUNITY
After a brief survey of the biblical/theological basis, this seminar type
course emphasizes the sociological factors that bear on the process of
Christian community formation and its relationship to community de-
velopment on the socio-economic plane. BOBERG
CMM 541: CONTEMPORARY MISSION PROBLEMS II
An investigation of poverty in the "third world," with its distinctive
culture; the use and misuses of development; the mission of the Church
in relation to liberation. BOBERG
CMM 545: CULTURAL ANTHROPOLOGY
Introduction to essential concepts of cultural anthropology with applica-
tion to missionary work. LOISKANDL
CMM 550: THEOLOGY OF PREACHING
An investigation of the biblical and theological foundations of the
meaning and importance of preaching. A study of the phenomenology
of human speech in an attempt to correlate the biblical and theological
with today's preacher. SKERRY
CMM 555: COMMUNICATIONS MEDIA: THEIR EFFECTS
An exploration of the cultural influences of communications media, his-
torical as well as contemporary, especially the way in which they have
effected communication trends, perception, value formation, and their
meaning for the communication of the Word of God. SKERRY
CMM 591: THE CULTURE OF POVERTY IN CHICAGO
On-the-site study of how our society relates to the poor. Criminal courts,
police headquarters, public housing, County Hospital, City Hall will be
some of the locations for our study. The course will locate the issues
for ministry raised in this milieu. GEANEY
REGISTER OF STUDENTS— 1972-1973
FIRST YEAR COMMUNITY OR DIOCESE
Royal Oak, Michigan
Blue Island, Illinois
Palos Hills, Illinois
¥ HARRINGTON, H.
/ HOCHSTATTER, T.
St. Louis, Missouri
Middleburg Heights, Ohio
KELIHER, M. P.
Bethel Park, Pennsylvania
Texas City, Texas
St. Louis, Missouri
San Antonio, Texas
O F M
9 v n
o. V ,JL/.
OC. J^OUlb, xVlISSOllli
Nff^w "Vrvrlr Mf*Yxr "Vrvrlr
T Ltp Rf*n trvn A/tinn^ i cr>f"'i
i-<«At AJV-J l n jl i, XVXJ.lHlC5t_»Ca.
Kowloon, Hong Kong
SECOND YEAR COMMUNITY OR DIOCESE HOME
Fort Atkinson, Iowa
St. Louis, Missouri
Falls Church, Virginia
Santa Fe, New Mexico
St. Henry, Ohio
New Orleans, Louisiana
Staten Island, New York
San Lorenzo, Puerto Rico
O' GRADY, D.
Cedar Rapids, Iowa
/ SIEG, R.
O.F.M. Cleveland, Ohio
CP. Cincinnati, Ohio
S.V.D. Detroit, Michigan
S.V.D. Cleveland, Ohio
O.Pream. Luxemburg, Wisconsin
CS.Sp. Pittsburgh, Pennsylvania
C.PP.S. Rensselaer, Indiana
THIRD YEAR COMMUNITY OR DIOCESE HOME
Des Plaines, Illinois
St. Martinsville, Louisiana
Port Washington, Wisconsin
Epping, N.S.W., Australia
Dunkirk, New York
Palm Desert, California
Green Bay, Wisconsin
Madison Lake, Minnesota
West Monroe, Louisiana
FOURTH YEAR COMMUNITY OR DIOCESE
-L*v_ U CLA 1 VJ 1 1 j X ^lillO V 1 V O-l LL(X
T /"vine Art KCAnn
ol. JUULLlb, IVxloSUUll
CI arpn A ctn T-Tilta T1!inr>i«
Vvi U=I ^1 J IXv/l 1 X XII U, A L1A 1 1 VJX O
C^Atm] Fnlhon Ofiir»
v^cuiai x uiluii, vymu
T a fct vf*rTf> T m n c 1 9 r» a
MJVLl ajrCLLC, l^ULUolcUlti
lNdZdlCUI, x ClJUloylvaJlia
Ch i ra <rr> T 1 1 i n ot <»
V_vl 11 ^, U. £1 w , -1 1 1111 wl 3
Rflv Citv A/firhtO'an
St. Henry, Ohio
Des Moines, Iowa
SPECIAL STUDENTS COMMUNITY OR DIOCESE
New York, New York
T W T
T W T F
4 5 6
4 5 6 7
11 12 13
11 12 13 14
18 19 20
18 19 20 21
25 26 27
25 26 27 28
T W T
T W T F
1 2 3
12 3 4
8 9 10
8 9 10 11
15 16 17
15 16 17 18
22 23 24
22 23 24 25
29 . ..
29 30 31 -
T W T
T W T F
7 8 9
5 6 7 8
14 15 16
12 13 14 15
01 00 00
Li LL ii>
19 20 21 22
28 29 30
26 27 28 29
T W T
T W T F
3 4 5 6
4 5 6
10 11 12 13
11 12 13
17 18 19 20
18 19 20
24 25 26 27
25 26 27
T W T F
T W J
2 3 4
7 8 9 10
9 10 11
14 15 16 17
16 17 18
21 22 23 24
23 24 25
28 29 30
T VL« T F
T W T
.. . 1
5 6 7 8
6 7 8
12 13 14 15
13 14 15
19 20 21 22
20 21 22
26 27 28 29
27 28 29
T W T
2 3 4
9 10 11
16 17 18
23 24 25
T W T
6 7 8
13 14 15
20 21 22
27 28 .
T W T
. .. 1
6 7 8
13 14 15
20 21 22
27 28 29
T W T
3 4 5
10 11 12
17 18 19
24 25 26
T W T
1 2 3
8 9 10
15 16 17
22 23 24
29 30 31
T W T
5 6 7
12 13 14
19 20 21
26 27 28